Fisher, D, D Ross, and M Grant. "Building Background Knowledge. Improving Student Achievement Through Wide Reading." Science Teacher. Jan (2010): 23-26. Print.
The authors of "Building Background Knowledge," were concerned that too often students come into the science classroom without prior scientific knowledge that would otherwise aid them in performing other science related tasks. In classrooms where typically comprehensive strategy instruction is used, the authors suggest incorporating specific text readings in the science classroom at all levels for students; giving all students the chance to learn new ideas, concepts, and vocabulary and to make connections to current lessons.
Wide reading is independent reading. Whether students read books, magazines or internet resources, students engage in wide reading for various reasons which provide them with information. But what about wide reading in the science classroom?
After hypothesizing that building background knowledge enhances student achievement, the authors conducted intervention units with ninth graders where wide reading occurred 10-12 minutes per day. Students were allowed to select any level of reading material. After students were tested, they concluded that wide reading improves student achievement.
REACTION This journal reminded me of what I had learned in EDC 448—Reading in the content areas. This class focused on wide reading in any classroom. From childlike books and poems to more sophisticated reads, any kind of reading that is relevant to what is being taught can enhance student understanding in the classroom. During this time, it was suggested that we try to collect as many books as we can to have in our own classroom. Ever since then, I have picked up many books on the clearance racks at bookstores; all of which I hope to use in my classroom someday.
SUMMARY
The authors of "Building Background Knowledge," were concerned that too often students come into the science classroom without prior scientific knowledge that would otherwise aid them in performing other science related tasks. In classrooms where typically comprehensive strategy instruction is used, the authors suggest incorporating specific text readings in the science classroom at all levels for students; giving all students the chance to learn new ideas, concepts, and vocabulary and to make connections to current lessons.
Wide reading is independent reading. Whether students read books, magazines or internet resources, students engage in wide reading for various reasons which provide them with information. But what about wide reading in the science classroom?
After hypothesizing that building background knowledge enhances student achievement, the authors conducted intervention units with ninth graders where wide reading occurred 10-12 minutes per day. Students were allowed to select any level of reading material. After students were tested, they concluded that wide reading improves student achievement.
REACTION
This journal reminded me of what I had learned in EDC 448—Reading in the content areas. This class focused on wide reading in any classroom. From childlike books and poems to more sophisticated reads, any kind of reading that is relevant to what is being taught can enhance student understanding in the classroom. During this time, it was suggested that we try to collect as many books as we can to have in our own classroom. Ever since then, I have picked up many books on the clearance racks at bookstores; all of which I hope to use in my classroom someday.
Gina Saccoccio